BILATERAL TRANSFER "REMINISCENCE" AS A FUNCTION

OF SEX DIFFERENCE AND HANDEDNESS

By

WINSTON TRAYLOR WILSON

Bachelor of Science

Baylor University

Waco, Texas

1957

Submitted to the faculty of the Graduate School of the Oklahoma State University ··

in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE

August, 1959

BILATERAL TRANSFER "REMINISCENCE" AS A FUNCTION

OF SEX DIFFERENCE AND HANDEDNESS

Thesis Approved:

Dean of the Graduate School

438795 ii

UKLAHOMA STATE UN!VERSl1

LIBRARY

FEB 29 1960

Chapter

I ..

II ..

III ..

IV ..

VI ..

TABLE OF CONTENTS

INTRODUCTION. • • • • • •

STATEMENT OF THE PROBLEM.

EXPERIMENTAL PROCEDURE ••

• • • • • • • • • • • •

• • • e • G • • • a • •

. .. . • • • • • • • • •

A. General Methodology. • • • " • .. • • • • B. Subjects • • • • • • • • • • .. • • ct • • c. Apparatus. • .. .. .. • ct • • " • • • • • • D. Procedure. • • • • .. • ~ • • • .. .. • • •

RESULTS . .. . " • • • • • • • • • • • • • • . .. . DISCUSSION. • • • • • • • • • • • • • • • • • • •

SUMJY:[ARY AND CONCLUSIONS. . . . . . ~ . . • • • •

REFERENCES. . " . • • • • • • • • • • • • • • • •

APPENDICES •• • • • • • • • • • • • • • • • • • ct

Page

1

6

$

$ 11 11 11

14

30

34

36

39

A. Instructions •••••••••••••• 40 B. Mean Performance Scores ••••••••• 43

iii

Table

I.

LIST OF TABLES

Correlation Coefficient and Regression Equations for Each Control (No Rest) Condition ••••••••••• • • • •

II.

III.

IV.

Mean Value For Time on Target in Seconds for Each Experimental Group (Plus a Constant of 30) •••• e ••••••

Analysis of Variance of Sum of Five Pre­rest Trials (11-15) for All Eight Experimental Groups ••••••••••

• • •

• • •

Complete Analysis of Variance of Logarithmic Transformed Sums of Five Post-rest Trials ••• • • • • • • •

v. Analysis of Variance of Logarithmic. Transformed Gain Scores for Four Experimental Conditions Con­cerning Sex Difference and Handedness •••••••••••••

VI. Complete Analysis of Variance of Loga­rithmic Transformed Gain Scores for Four Experimental Conditions Con­cerning Sex Difference vs.

• • • •

Page

15

16

20

21

22

Handedness. • • • • • • • • • • • • • .. • • 23

VII.

VIII.

IX ..

Analysis of Variance of Logarithmic Transformed Gain Scores of Right­handed vs. Left-handed Male and Female Subjects ••••••••••

Analysis of Variance of Logarithmic Transformed Gain Scores of Males vs. Females for Right-handed and Left-handed Subjects •••••

Analysis of Variance of Logarithmic Transformed Gain Scores of Right­handed Females vs. Right-handed Males.. • • • • • • • • • • • • • •

iv

GI e e • • 24

• • • • • 24

• • • • • 25

Table Page

x. Analysis of Variance of Logarithmic Transformed Gain Scores of Left-handed Males vs. Left-handed Females .. • • • • • • • • • • • • • • • .. • • 25

XI. Analysis of Variance of Logarithmic Transformed Gain Scores of Left-handed Females vs. Right-handed Males. • • • • • • • • • • • • • • • • 25

XII .. Analysis of Variance of Logarithmic Transformed Gain Scores of Right-handed Females vs. Left-handed Males • • • .. .. .. • • • • • • • • .. • .. • • • 26

XIII .. Analysis of Variance of Logarithmic Transformed Gain Scores of Right-handed Males vs. Left-handed Males • • .. • .. • • • • • • • • • • • • • • 0 26

XIV .. Analysis of Variance of Logarithmic Transformed Gain Scores of Left-handed Females vs. Right-handed Females • • • • • • " • • • • • .. • • • • • • 26

V

LIST OF FIGURES

Figure

1.

2.

3.

Bar Graph of Gain Scores for Major Experi­mental (Rest) Conditions ••. • ••••••

Performance Curves for Males under Experi­mental Conditions of Handedness and Rest.

• • e •

• • • •

Performance Curves for Females under Experimental Conditions of Handedness and Rest •••••••• ~ • • • • • e

Performance Curves for.Right-handed Subjects under Experimental Conditions of Sex Difference and Rest •••••••••••

Performance Curves for Left-handed Subjects under Experimental Conditions of Sex Difference and Rest •••••••••••

vi

• • • •

• • • •

Page

17

lS

19

29

ACKNO LWEDGEMENT

The author wishes to express appreciatiam t@ the members

of the Department of Psychology of Oklahoma State University who

gave assistance in this investigation. Special thanks are due

Dr. L. M. Gustafson, for his guidance and helpful criticism

throughout the research. The author is indebted to Mrs. Hazel

Witt for help in the preparation of the rough draft of the

manuscript.

WTW

vii

I. INTRODUCTION

Reminiscence, an increment in the performance of a

partially learned task following an interpolated rest, has

been demonstrated repeatedly in a variety of psychological

investigations concerned with learning. One of the

approaches by which the phenomenon has been studied is the

pursuit rotor. Research involving this apparatus dates back

to at least until 1937 (5, 7). McGeoch and Irion (21) have

indicated some of the task variables which have been inves­

tigated in relation to reminiscence. These variables are:

reminiscence as a function of chronological age (21,

p~ 161); reminiscence as a function of length of the inter­

polated rest interval (6, 15, 20); and reminiscence as a

function of the previous degree of distribution of practice

(J~ 19)e

In a general consideration of the problem of transfer

of training, it has been found that transfer of training

occurs (21, p. 299) "whenever the existence of a previously

established habit has an influence upon the acquisition,

performance, or relearning of a second habit." Such

transfer effects may be positive as when initial training

facilitates the acquisition, performance. or relearning of a

second activity. Negative transfer effects occur when

1

2

initial training inhibits the acquisition, performance, or

relearning of a subsequent activity. When there are neither

positive nor negative transfer effects, the effects of first

learning upon second learning are indeterminate. Few

experiments have yielded results of the latter type (21~

p $ 299).

There are numerous studies (1, 13, 17) which indicate

that skill acquired by practice with one hand in a given

task often can be carried over to the other hand or to other

body members. As early as 1903, Swift demonstrated this

type of learning in a ball-tossing experiment (24).

The phenomenon of bilateral transfer of training may be

defined as "a change of performance in a member on one side

of the body as a result of training the corresponding member

on the other side (11)."

Kimble (lS)j in an inverted alphabet printing task,

tested his interpretation of Hull's two factor theory of

aggregate inhibitory potential, Ia, (composed of reactive

inhibition, IR, and conditioned inhibition, sIR,) modified

for motor learning. He related the increase in performancej

reminiscence, after an interpolated rest to reactive inhibi­

tion (Ia). Hull suggested that a response produces IR which

is both an inhibitor to reaction and which acts as a nega­

tive drive. He indicated that Ia dissipates spontaneously

with the passage of time and that it is a simple decay

function of elapsed time. Response repetition results in

increments of IR; summation occurs. IR also combines with

SIR to produce aggregate inhibitory potentia.l, IR. IR is

reduced during a rest (non-activity). Conditioned non­

activity is what Hull refers to as conditioned inhibition,

Kimble, in the printing task, demonstrated that IR

remains relatively constant from 5 to 15 trials and then

decreases in value. But, sIR develops as a negatively

accelerated (habit) function of the number of trials in the

experiment. In that sIR is considered a habit, it does not

dissipate with the passage of time.

3

Since the discovery of bilateral transfer ''reminis­

cence," numerous investigations have been made in an attempt

to discover whether ordinary and bilateral reminiscence are

the same phenomenon or like phenomena. This has been done

(15, 16) by attempting to determine whether or not these two

gain scores are like functions of the same variables~ Grice

and Reynolds (14) studied these two types of gain (ordinary

and bilateral reminiscence) as functions of the length of

the rest interval. Their results indicated that bilateral

transfer "reminiscence" is an increasing function of inter­

polated rest (at least up to 10 minutes). In this respect

it is similar to the function of ordinary reminiscence.

While the authors maintained that this fact did not identify

the phenomenon of bilateral·transfer "reminiscence" as being

identical to ordinary reminiscence, it, at least, suggested

that the two may be subject to the same interpretation.

4

In a search for the locus of the ordinary,and, later,

bilateral transfer "reminiscence" effects, three major

theories have been offered. They are the Work theories, the

Perseveration theories, and the Differential Forgetting

theoriess

Essentially, the general Work theory assumes that there

is a by-product left behind as a result of an activity which

tends to prevent the recurrence of this activity or, at

least~ to lower the efficiency of the later performance. It

is speculated that this inhibitory by-product of work dissi­

pates during periods of inactivity~ An interpolated rest

condition then would tend to aid the performance of a

partially learned task following the interpolated reste The

amount of facilitation is related to the amount of IR gener­

ated during the pre-rest practice period and whether or not

the interpolated rest was sufficiently long to dissipate

this IRs

The classical Perseveration theory assumes that effects

of neural activity involved in learning will be built up

over the pre-rest practice period. These effects will

persist during the rest condition and into the post-rest

trials. The interpolated rest permits further strengthening

of associations and their consolidation. This should result

then in an improved post-rest performance.

The Differential Forgetting theory holds that,.while a

subject is practicing, he learns not only the correct

responses, but also incorrect and conflicting responses

which retard the fixation.a~d interfere with the perform­

ance~ Usually the incorrect and/or conflicting responses

may be expected to be less well learned than the correct

responses~ Under this theory it is assumed further that

these incorrect and conflicting responses because they are

less well learned will be forgotten more rapidly than the

well learned correct responses during the interpolated rest

( 21} G

Research on the role of various subject (organismic)

· variables in both ordinary and bilateral transfer ''reminis­

cencen is pertinent in any attempt to identify and/or

localize these two ''different'' instances of gain scores and

for maintaining controlled experimental conditions in such

perceptual motor learning (15, 16).

5

II® STATEMENT OF THE PROBLEM

In this study the roles of the subject (organismic)

variables, handedness and sex difference:,; have.::; beeu.nstud.i.ed/

in a bilateral transfer "reminiscence" investigation. There

was no attempt to relate these subject variables to ordinary

reminiscence0 Such a comparison, though desirable, was not

feasible under the current time and subject limitationsa

There is only a limited number of references concerned

with the role of sex differences and handedness in this type

of motor learning.

'Ammons i, Alf in" and Ammons ( 5 ) 9 in their study of rotary

pursuit performance of pre-adult subjects,:i'found; a marked

over-all increase of proficiency in this skill with an

increase in age. Boys in comparison to girls showed an

increasing superiority during the course of practice.

Buxton and Grant (9) also studied gain in motor

learning with respect to sex differences. They found that

males exceeded the females in initial and final ability.

Rotary pursuit tracking as a function of handedness was

studied by Grant and Kraestner (12). Their results indi­

cated that handedness scores were related to the direction

in which the rotary pursuit turn-table revolves. Right­

handed subjects obtained higher scores when the apparatus

6

revolved in a clockwise direction. Left-handed subjects

performed more proficiently when the task involved a

counter-clockwise movement.

7

Simon, ·necrow, Lincoln, and Smith (23) have studied the

effects of handedness on tracking accuracy with a hand-wheel

control apparatus. They found !!Q. significant differences in

the performance of right-handed or left-handed individuals.

In 1956·an investigation performed by Miles and Lewis

· ( 22) •. suggested that age might be a significant factor in

determining both the rate of acquisition of skill and the

over-all level of performance in a pursuitmeter task. The

experimenters found no significant differences between the

performance scores of the two different handedness groups.

The purpose of this experiment was to investigate the

function of the two subject· (organismic) variables, sex

difference, and handedness, .· in bilateral transfer "reminis­

cence." It is hoped that this research will help to

establish the relationship of these variables in bilateral

transfer "reminiscence."

III~ EXPERIMENTAL PROCEDURE

A. General Methodology

The general procedure of this research was to conduct

an experiment in rotary-pursuit learning in order to study

bilateral transfer reminiscence as a function of sex differ­

. enc e and./ ob:;h'a,ndeli~ef!!}:~;:•· ...

In order to study gain as a function of the two vari­

ables, sex difference,·, and,.~_h'a.nd,edr'l.ess:j :i correibatvlimnn

coefficients were computed for the sum of trials 11-15 with

the sum of trials 16,:.20; 1 ·thati'1,i.s'{;the'.cs,um:off.·tfi:'Ei.-.Ia:stt;V!tee

trials before the shift in hands with the.first five trials

after the shift in hands. This was done for each control

group and under each of the major experimental conditions.

From these data linear regression equations were deter­

mined for each of the appropriate experimental conditions in

order to predict post-rest performance from pre-rest

performance for each of the experimental conditions. Gain

scores were computed by subtracting the predicted scores

from the observed scores. Such a statistical technique

takes into account both correlation and variability. This

will result in a measure of reminiscence in accord with the

classical definition of the term. Then, reminiscence is a

gain in performance over what would be expected if practice

continued under massed conditions or, in other words, an

improvement in performance attributable to an interpolated

rest.

There were four experimental groups and four control

groups in·which the independent variables were rest condi­

tion, sex differencet and handedness:

lo Group I was a control group of right-handed

female.s. Their 15 practice trials with the pre­

ferred hand were followed by a shift in hands

during the 10 second inter-trial interval which

was followed then by 10 more trials with the non­

preferred hand (15 R--no rest--10 L).

2 .. Group II was an experimental group of right-handed

females. Their 15 practice trials with the pre~

ferred hand were followed by a five minute inter­

polated rest, a shift in hands, and 10 more trials

with the non-preferred hand (15 R--5 minute rest--

10 L).

9

3~ Group III was a control group of left-handed

females, who practiced 15 trials with the preferred

hand and then 10 trials with the non-preferred

hand; the shift in hands took place during the

normal 10 second inter-trial interval (15 1--no

rest--10 R) ..

4Q Group IV was an experimental group of left~handed

females, who also practiced 15 trials with the

·::: .. : .. , :t • ..

10

preferred hand and then 10 trials with the non­

preferred hand; the shift in hands took place

during the normal 10 second inter-trial interval

which occurred during the fi.ve minute: in:t,erpolated

rest between trials 15 and 16 (15 L--5 minute

rest--10 R) ..

5. Group V was a control group of right-handed males,

who practiced 15 trials with the preferred hand and

then 10 trials with the non-preferred hand; the

shift in hands took place during the normal 10

second inter-trial interval (15 R--no rest--10 L)~

6. Group VI was an experimental group of right-handed

males who also practiced 15 trials with the

preferred hand and then, after a five minute inter­

polated rest, practiced 10 more trials with the

non-preferred hand (15 R~-5 minute rest--10 L).

Group VII was a control group of left-handed males '\

' who practiced 15 trials with the preferred hand and

then 10 trials with the non-preferred hand; the

shift in hands took place during the normal 10

second inter-trial interval (15 L--no rest--10 R).

8. Group VIII was an experimental group of left-handed

males. Their 15 practice trials with the preferred

hand were followed by a five minute interpolated

rest, a shift in hands, and 10 more trials with the

non-preferred hand (15 L--5 minuterest--10 R)~

11

B. Subjects

A total of 120 subjects (Ss) were used in the experi­

ment; there were 60 females and 60 males. These two groups

were in turn each equally divided into two groups of .isOb­

];i.i4.~:st(3~ il'ight-i:hancUfi:iL'tncll1(3!1i))iJJatf;hattdktD.. In turn, each of these

groups of 30 Ss was divided into an experimental group and a

control group, with 15 Ss in each group. The study then

involved eight such groups.

c. Apparatus

Two modified Koerth pursuit rotors, revolving at 60

r.p.m~, were used. The two units were arranged so that the

Ss were facing each other with a. partition between theme

Trials and rest intervals were timed automatically. Time on

the target was recorded for each trial in units of .01

seconds on two Standard Electric Timerse The diameter of

the target was three-fourths of an inch; the total length of

the stylus was six and three-fourths inches; the diameter of

the turntable was four inches; and the target was three

inches from the center of the turntable.

D.. Procedure

The Ss used their preferred hand (R or L) for 15

trials, which for the experimental group were followed by a

five minute interpolated rest. This was followed then by

12

10 post-rest practice trials with the other hand. Each

trial of practice was 30 seconds long with a 10 second

inter-trial interval .. Three seconds before the beginning of

each trial, a buzzer sounded as a "ready" warning to the Ss.

A modified version of the Standard Air Force Rotary

Pursuit Instructions was used (16)~ Appendix A contains the

instructions read to each S~ Modification of these instruc­

tions was determined by the experimental conditions. All Ss

were informed during the instruction period that they might

be asked to change hands during the course of the experi­

ment@ All groups were allowed an equal amount of time to

change the stylus from one hand to the other. This was 10

seconds, which was the inter-trial intervalo

For each of the four experimental groups (right-handed

females, left-handed females, right-handed males, and left­

handed males) which received a five minute interpolated

rest, there was a control group which had the same amount of

practice but had no interpolated rest. There was a total of

120 Ss for all conditions (experimental and control)&

The regression equations for predicting the four

experimental (reminiscence) groups' post-rest performance

from their pre-rest performance were computed from the sum

of trials 11-15 (pre-rest) and the sum of trials 16-20 for

each subject in each control group. The appropriate derived

coefficient of correlation then was used in the regression

equation for predicting post-rest (trials 16-20) performance

from pre-rest (trials 11-15) performance for each subject in

13

each of the four appropriate experimental conditionsa

Obtained scores then were compared with predicted scores for

each Sunder each of the experimental (rest) conditions.

When the obtained score was greater than the predicted

score 9 there was evidence of a gain score or the reminis­

cence phenomenon~

Subjects in each group received 10 trials of practice

after the rest interval and/or shift in hands in order that

the post-rest performance curves could be used to graphi­

cally demonstrate the reminiscence effect.

The experimenter (E) was present at all times. He gave

instructions, proctored, and recorded the scores for each

trial ..

During the interpolated rest, the Ss were permitted to

talk with E, but they were not allowed to discuss the

experiment or to manipulate or to inspect the apparatus.

Any questions they asked which concerned the investigation

were deferred until after the experiment had been concluded.

IV0 RESULTS

In order to study gain as a function of sex difference

and handednesst linear regression coefficients were obtained

first for each of the four conditions involving sex differ­

ence and handednesse The Pearson product-moment equations

used in the prediction of total performance on sum of the

first five (16-20) post-rest trials from the sum of the

total performance score on the last five (11-15) pre-rest

trials for each condition are presented in Table I. Three

of the four correlation coefficients were .91 or above,

indicating a high level of accuracy in prediction by

regression equationse In the case of the fourth correla­

tion, the one for the left-handed females, control condi­

tion, the correlation coefficient was .7$, which afforded

only moderate accuracy in prediction.

A Chi-square test of linearity of the regression was

performed on each of the coefficients in the four control

(no rest) groups® This test yielded results which were

significant at beyond the eOOl level of confidence. This

indicated that the assumption of linearity was met and,

therefore, justified the use of a regression equation for

estimating post-rest performance from pre-rest performance

14

15

for the various experimental conditions as determined by

their appropriate control conditions.

TABLE I

CORRELATION COEFFICIENT AND REGRESSION EQUATION FOR EACH CONTROL {NO REST} CONDITION

Pre-rest Post-rest control control Regression

Group trials trials r equation

Right-handed 16-20 females 11-15 .91 y = .71x-13.40

Left=handed females 11-15 16-20 .78 y = .62X-4.05

Right-handed 16-20 l.06X-lS .. 52 males 11-15 .95 y =

Left-handed males 11-15 16-20 e97 y = .92x-S.38

In this experiment 9 the basic data are given in units of $01

seconds on the target. In order to eliminate negative

values before making analyses, a constant of JO was added to

each raw gain scoreo The mean values with the constant

added are presented in Table II. Here the differences

between predicted scores and obtained scores (gain scores)

are considered measures of reminiscenceo The gain scores

for each experimental (rest) group are shown in Figure le

The mean performance scores of the eight experimental

groups are listed in Appendix B. These gain scores as a

function of handedness for males are presented graphically

16

in Figure 2® Figure 3 shows the like gain scores for the

females.

TABLE II

MEAN VALUE FOR TIME ON TARGET IN SECONDS FOR EACH EXPERIMENTAL GROUP (PLUS A CONSTANT OF JO)

Total Predicted Obtained Mean gain last 5 total first total first (plus

pre-rest 5 post-rest 5 post-rest constant Grou12 trials trials trials of ]O}

Right-handed 46.65 females 40®24 15.14 31.79

Left-handed females 49G61 27.32 48.87 51G55

Right-handed 60e00 45.08 30.62 males 45s70

Left-handed males 52.94 40.32 56665 46.33

A simple analysis of variance was set up on the sum of

the five pre-rest trials (11-15) for all eight experimental

conditions. The test showed no significant variation from

that expected if chance alone were operating. Table III

presents the results of this analysis of varia.nce. This

would indicate that there was no significant difference in

performance of these eight experimenta.l conditions before

the introduction of a shift in hands and/or rest condition.

80.00

50.00

40.00

--U) C z 0 0 IJJ 30.00 U)

q z --z < 20.00 (!)

10.00

0001 :J I a. .,,,::, I I L~ FEMALES MALES FEMALES MALES

RIGHT-HANDED LEFT-HA ND ED ~

Figure 1. Bar Graph of Gain Scores f or }Jaj or Experimental (Rest) Conditions

--Cl) C z 0 0 IJJ Cl)

0

z

IJ.J '' ~ 1--

13.00

12.00

I I .00

10.00

9.00

8.00

700

6.00

5.00

4.00

-·--U-·- LEFT-HAND, REST ------ LEFT-HAND, NO REST ---:-C-- RIGHT-HAND, REST. ······•······ RIGHT-HAND,NO REST

,a..._ .,,./ . ·-a..., JJ

P' ·,. _.a.. / I u-·-· ·,. /

/ '·u...- . .,.~: I ,, '

i // , .... .. ... ,:I --

.A ·)<'\ .e-·_ . ..a-.- .... ...... / ~ // ,,,..-

' / / . . / b' __.,____,, /

/

---" 1T-----.......... ·· :&: / I

I _.. ', ,/' ', // I .)1-. .-•·········•· W --. I

!!,~"~./ I .. ,:>·/··········· \ V / • ___ _. ' I ,.,,,.. - ' '

i -..,_ !.-,: .• \ / ··•/ . ' ,,,.. ' ... ,. ·. I ., ..•... ,•·• ' ... ' ·. ;Jc-•~cc·'Y \ / / · ..•..... ···•·········•

F 'ft' ' • / ; ., ------( !, . /

, /1· ., ' I I f

11· 11~ W'

"i . ' ' ' ...-, .. I

d

···'.········ __ ... ··

..

3.00,k

o.oof • • • , , , , , Fl~ST ~AN~ I ~EC~No ~AN~ , , . , , , ,

0 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

TRIALS

Figure 2. Performance Curves for Hales Under Experinental Conc1itions of Handedness and Rest

~

13.00

12.00

11.00

10.00

9.00

8.00

--en 0 7.00 z 0 0 I.LI 6.00 U)

q:_'·'.·:· . ~{ .. ,:.·5J)O

...... ILi ~ 4.00 ...

3.00

2.00

1.00

·······A······ LEFT-HANO REST ' .

-A-: LEFT-HAND, NO REST

//···<:f / t·-·-·~ ! .;...

Ji,..,../' 1'-r' :' _i (I/ ',, \ \ : I / , I \

,. . ;:~ "'f::·t-l1 , 1\ , ii - , .,., ... -.-, " /f>-- ·,'/,"I ,1 A

•' I, --'*' ' ' ' / ,le''- , I _,,, ', ' _,,-, \ A / .· ..... -·-4 / l ~,,' '

----(>:-- RIGHT-HAND, REST -·-·+·-·-RIGHT-HAND, NO REST ,, .......... ·"··--..................... .

f

I . ,// '·--.• </ ,,-<I \ ,/ \ . t:._ /'K <,' 0 / ' / .. _., /' '\ / \

···,. ·IJ·, ~ ' \'- ff ' /1 , / er t .,. ; . _.,, ·\ ' ;• I I ' ' '

i i

i i

" ' ' • ,! I I

1$ /··---.. J" /

.6.

.k1 ... / t / ! / i i • I •

FIRST HAND I SECOND HAND

···:41,-··················

-0,

',,,_~----... ,/ ~---. '·, ... .,·'

0.000 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

TRIALS

Figure .3. Performance Curves for Females Unc"'er Experimental Conditions ot Handedness and Rest

to

20

Therefore, one may infer that any significant variations

that result in the analysis of the sum of the five post-rest

trials (16-20) are due to the presence or absence of the

interpolated rest and/or the relationship of the major

variables of sex difference and/or handedness and/or inter­

actions of these three variables with the rest conditione

TABLE III

ANALYSIS OF VARIANCE OF SUMS OF FIVE PRE-REST TRIALS (11-15) FOR ALL EIGHT

EXPERIMENTAL GROUPS

Source of Sum of Degrees of Mean Variation sguares freedom Sguare

Between groups 5,595 7 799.3

Within groups J7iil261 112 338.9

Total 43,556 119

F

2.36

(P>.05)

An analysis of variance was performed on the sum of the

five post-rest trials (16-20)@ but the Bartlett 1 s test (10)

indicated heterogeneity of variance (P< .01). After a ).

logarithmic transformation was made of the sum of the five

post-rest raw scores, a second Bartlett's test indicated

homogeneity of variance (P >.05).

An analysis of variance which then was performed on the

sum of these five post-rest logarithmic transformed scores

(trials 16-20) revealed an F-ratio which was significant at

the eOOl level of confidencee The sums of squares between

groups for this analysis were partitioned further into

21

component parts0 The results of this test are given in

Table IVo The F-ratio for the experimental variables of

rest condition, sex difference, and handedness were highly

significant (P<.Ol)o The interaction between rest condi­

tion and sex difference was also significant at the .05

level of confidence$ The other interaction factors were

found to be non-significant*

TABLE IV

COMPLETE ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED SUMS OF FIVE POST-REST TRIALS

Sum Degrees Source of of of Mean variation squares freedom square F

Between groups:

Rest condition 200$0 1 2.oeo 43$650 (P<@Ol)

Sex difference loJ50 1 1G350 290348 (P<.01)'

Handedness .350 1 0350 7~609 (P<o05)

Interaction:

Rest condition X sex difference .193 1 ®193 4.916 (P<.05)

Rest condition X handedness .076 1 .076 10652 (P>.05)

Sex difference X handedness 0001 1 .001 ~022 (P>~05)

Sex difference X handedness X rest condition 0050 1 ~050 1.087 (P> .. 05)

Within groups 5 .. 210 112 .. 046

Total 90310 119

22

A 2 X 2 analysis of variance of the logarithmic trans­

formed gain scores for the four experimental groups (right­

handed femalesj left-handed females, right-handed males, and

left-handed males) then was computed. Results of this test

are presented in Table V.

TABLE V

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES FOR FOUR EXPERIMENTAL CONDITIONS

CONCERNING SEX DIFFERENCE AND HANDEDNESS

Source of Sum of Degrees of Mean variation sguares freedom sguare

Between groups .610 3 .537

Within groups 1.S70 2£ .067

Total 2.,480 59

F

8.010

(P<.01)

The results of this analysis appear to permit the

inference that there are significant differences in gain

scores due to sex difference and/or handedness.

A complete analysis of variance was set up on the gain

scores for the four experimental (rest} conditions con­

cerning sex difference, handedness, and the interaction of

t.hese two variables. The results of this test are given in

Table VI. Both sex difference and handedness were found to

be significant (P < .01). The results further indicated that

interaction of sex difference and handedness was n.;it signif­

icant at the 5 per cent level of confidence.

TABLE VI

COMPLETE ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES FOR FOUR EXPERI­

MENTAL CONDITIONS CONCERNING SEX DIFFERENCE AND HANDEDNESS

Degrees Source of Sum of of Mean variation sguares Freedom sguare

Sex difference .310 1 .310 9.394

Handedness .200 1 .200 6.,061

Interaction:

Sex difference X handedness .100 1 .100 3.030

Within groups lQSzo 2.§. .033

Total 294So 59

23

F

(P<.01)

(P<.01)

(P>.05)

Since the Bartlett's test indicated homogeneity of

variance for the logarithmic transformed scores, further

analyses of variance were computed for the subgroups of each

of the experimental conditions. The two principle subgroup

comparisons were between males vs. females and between

right-handed vs. left-handed Ss., In Table VII it can be

seen that the analysis of variance for right-handed vs.

left-handed Ss was significant at the .05 level of confi­

dence. Table VI!! contains the results of the analysis·of

variance of the logarithmic transformed gain scores of males

vs. females for right-handed and left-handed Ss. The test

indicated results which were significant at beyond the 1 per

cent confidence level.

TABLE VII

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF RIGHT-HANDED VS~t LEFT-HANDED

MALE AND FEMALE SUBJECTS

Source of Sum of Degrees of Mean .variation squares freedom square

Between groups .20 1 .20

Within groups 2.28 ~ e039

Total 2.48 59

TABLE VIII

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF MALES VS~ FEMALES FOR RIGHT­

HANDED AND LEFT-HANDED SUBJECTS

Source of Sum of Degrees of Mean variation sguares freedom square

Between groups .31 1 .31

Within groups bJ1. ~ .037

Total 2.48 59

24

F

5.128

(P<.05)

F

8eJ78 ·

(P<.01)

Tables IX to XIV contain the results of the a.nalyses of the

comparisons for the subgroups. Significant F-ratios at the

.01 level of confidence were obtained for right-handed

females vs. right-handed males, left-handed females vs.

right-handed males, and left.:.,handed ·mal.e.s, vs & .. rigltt-hand.ed.

males. The former'. in each of the above comparisons was the

superior group in reminiscence (gain score) performance.

TABLE IX

ANALYSIS OF VARIANCE OF LOGARITI-Il\/IIC TRANSFORMED GAIN SCORES OF RIGHT-HANDED FEMALES VS@

RIGHT-HANDED MALES

Source of Sum of Degrees of Mean variation sguares freedom sguare

Between groups .JS 1 eJ$

Within groups ~ 2s .033

Total L,31 29

TABLE X

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF LEFT-HANDED MALES VS®

LEFT-HANDED FEMALES

Source of Sum of Degrees of Mean variation sguares freedom sguare

Between groups .03 1 .. 03

Within groups ~ 2S .034

Total .. 97 29

TABLE XI

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF LEFT-HANDED FEMALES VS0

RIGHT.;.HANDED MALES

Source of Sum of Degrees of Mean variation sguares freedom sguare

Between groups .51 1 .51

25

F

11.520

(P<.01)

F

.$82

(P >• 05)

F

14"167

Within groups 1~02 28 .036 (P< .. 001)

Total 1~53 29

TABLE XII

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF RIGHT-HANDED FEMALES VS.

LEFT-HANDED MALES

Source of Sum of Degrees of Mean variation squares freedom square

Between groups .01 1 .01

Within groups 1t 2s .OJO 29

Total . ' ~·,.•·\·;;-.

TABLE XIII

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF RIGHT-HANDED MALES VS.

LEFT-HANDED MALES

Source of Sum of Degrees of Mean variation squares freedom square

Between groups .29 1 .29

Within groups 1.40 28 .05

Total 1.69 29

TABLE XIV

ANALYSIS OF VARIANCE OF LOGARITHMIC TRANSFORMED GAIN SCORES OF LEFT-HANDED FEMALES VSe

RIGHT-HANDED FEMALES

Source of Su.in of Degrees of Mean variation squares freedom sguare

Between groups .01 l .01

Within groups ill. .fl! .017

Total .4e 29

26

F

.JJO

(P>.05)

F

5.800

(P<.05)

F --.599

(P>.05)

27

F-ratios which were not significant (P > .05) were found

for the subgroup comparisons of left-handed males vs. left­

handed females, right-handed females vs. left-handed males,

and left-handed females vs. right-handed females. Inter­

actions for these analyses were also non-significant.

The performance curves for the male and female groups

are presented in Figures 4 and 5. Here gain scores may be

observed by comparing post-rest performance levels of the

experimental (rest) and control (no rest) groups~ Following

the rest and/or shift in hands, there is a distinct differ­

ence in performance.

Though there are decreases in the performance level,

that is, in shifting from the preferred hand to the non­

preferred hand, inspection reveals that these decreases are

considerably less in each case for the rest groups. · In each

combination of control and experimental groups for the major

conditions of sex difference and handedness, it can be see

that these curves have the same general shape, but they are

at different performance levels. The rest group curve was

usually higher than the curve for its appropriate control

group.

.... Cl) 0 z 0 u w (/)

q z -IJ.I ~ j::

,~.00

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

2.00

1.00

0.000

-o--MALE, REST ·······•······MALE, NO REST ---+--FEMALE, REST -·-·+-·-FEMALE, NO REST

!'"""""···········

....•. ............. .

.·•· .,·~ ,/'' 1 ~ .... -.-~· \\

.-•········•·········· ; ,,,..... \\ . /~/ ', \\ . I ' I .

+- ·, I I '1 i , ~-·······•

.•············

'.-·-·· // '~i \ V / ·, .• / \i \ .... .

"· / i I! \ . i '·, ; , I' ' _.· ·-.. . , ~ ' , ,ft, , " ; _.- . .. . ,Q ......•

/ I ', ·w./" ' / 1\ : fl •· //• \

.& · I '-.f!T ', I t ' : J¥ ' ~-- ·" ' , ; .- ---- ' I ., M I '-M \ · ; ,'Y \

... ··•·········•

.. ... ..... •.

/ .... ---- ' V ; _.· / ' / ' ,• .- ,, '

. ,,. A ~ ; ,IF '

i ... _ / ,1r·· \r ; / \ i i ·-·· / ;' ; .- ff ' • I ' ;' ._. ' \,----~

0 I / ;\ • I ,. ', ! ,._ •• ..+-···" ; , I i , ', ._

I / '' , ' ' ·' . 1 ,fY i \ I _; ' / ~- -· 1

+ / "I / ,. ' ' . . ./ '. ... ! V \ / ·,. ' . .... / ' . ! .,.-·---._.-' .....

I /

\ 11-" i I i i i i i . . I I . . I I • i I •

FIRST HAND I SECOND HAND

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

TRIALS

Figure 4. Ferfor~nce Curves for Right•Hancled Subjects Under Experimental Conditions of Sex Difference and Rest

~

-en 0 z 0 (.) I.LI en q z

I.LI :E ....

J3.00

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

2.00

1.00

0.00 0

~--..0-·- MALE I REST ·.-:..+--MALE, NO .REST ·····•····· FEMALE I RE.ST ~FEMALE, NO REST

/.,,,..,

-;.., "'·-a... ... ..q i '·,.

,./\ / -- ? __.a. / ' . ' p--·-.,.. ·, I<. / • , I A ' · .

.... ---· ·-/ ~.. .··7' ' ., .... ·-.. ..... . I/ , _in ·· . .-"/ f· -{ ,,.~ / •.. ·-. a/ . ' ·> ... · , . . . .. ---" / , ,;,,a,ts'/ •.. · •·······• /' - ' ,. ' , ,,, ~ . , ' w.,.,. ,..,,,_.t • i -,l 1, •· / ····-..•. /-- "'

.r / 'If I ,-.. i }A ,1'-.,1./ / ~ \\. / / •• .••

,,j·-.' ; ' " j .. _ ............. _ ..

,-._ ,, .,,. .. \ ~ / ... --- -·· ; . ., , / ' ' ' ' ,

Ir---·~':: '.;;./ .· ···,. .. • / \ \/ / ;, 'f ........... ·. .. ' " j ,' .... \ / / . I / !' ·" I /' ___ _.,

! , ' I , ' ..... ' , . ' . ' , i ' ' ,

, I i A ..

·."Is..

I i : i !

~ /

i,.

FIRST HAND I SECOND HAND

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

TRIALS

Figure 5. Performance Curves for Left-Handed Subjects Under Experimental Conditions of Sex Di:ference and Rest

~

V. DISCUSSION

Statistical analyses of the results obtained from the

present study indicate that the null hypothesis for bilat­

eral transfer "reminiscence" as a function of sex difference

and/or handedness should be rejected .. In comparing the

experimental variables, both sex difference and handedness

were found to be significantly related to bilateral transfer

"reminiscence'' at the .01 level of confidence.

There appeared to be little interaction between the·

variables of sex difference and handedness, which were the

major variables dealt with in this investigation. The

analysis which. treated the interaction of these two factors

resulted in a non-significant F-test (P> .05)$ It should be

noted, however, that, when an analysis of variance was

performed on the relationship of the variables, sex differ­

ence and handedness,' to bilateral .transfer "rem±niscence•1

(gain scores), the only significant interaction that

resulted was between sex difference and gain scores (see

Table IV). It also should be noted that the other inter­

actions concerning (1) handedness X rest condition, (2) sex

difference X handedness, and (3) sex difference X handedness

X rest condition were non-significant when a complete

30

31

analysis of variance of logaritlunic transformed sums of the

five post-rest trials was performed®

In Figures 4 and 5, it can be seen that the males

started performing on trial 1 at a higher mean performance

level than did the females. The males also finished at a

higher performance level on tria.l 25 than did the females.

However~ in gain score performance, the females' group

obtained the highest mean gain score. With regard to the

handedness factor, the left-handed Ss (males and females)

were superior in terms of gain score performance® The left­

handed female group attained the highest mean gain score of

the four experimental (reminiscence) groups. The lowest

mean gain score was found in the right-handed male group®

The mean gain scores for the right-handed females and left­

handed males fell in between these two extremes~

In this study~ it appears that bilateral transfer

"reminiscence" is related to the subject (organismic) vari=

ables of sex difference and handedness. The author's survey

of the literature revealed no experimental research con­

cerned with both these variables in a comparable investiga­

tion® The only relevant research that was located dealt

with the subject variable of sex difference~ Buxton and

Grant (9) found that males were more proficient in this type

of perceptual-motor skill in terms of initial and final

ability. This finding is consistent with the results of the

present study0 Ammons@ et al®, (4) found that males showed,

in comparison to females, an increasing superiority

32

throughout the practice trials. In the current study, the

males, in general, attained higher mean scores than the

females, but there were no statistical analyses performed to

indicate whether males' higher mean performance level was

maintained throughout the experiment. This was not done

because the main point of interest in the current investiga­

tion was to study the difference in performance on the

pursuit-rotor after an interpolated rest in relation to sex

difference and handedness. Then, in general, the perform­

ance curves in the present investigation are consistent with

previous findings (4, 9) which were concerned mainly with

the acquisition of a perceptual-motor skill~ These studies

did not concern the reminiscence phenomenon.

The only relevant study which treated the handedness

factor in a perceptual-motor skill was reported by Simon,

et al •. (23). They found no significant differences in the

performance of right-handed and left-handed individuals in

an experiment which utilized a hand-wheel control·apparatus ..

The Simon study reported results which were concerned with

the acquisition of skill on the hand-wheel control apparatus

and was not concerned with reminiscence. In the current

study, the purpose was to investigate bilateral transfer

"reminiscencen in a different perceptual-motor activity, one

involving the pursuit-rotor. Such apparatus differences and

design variations might help to explain some of the differ­

ences in the results for the two investigations.

33

The marked differences in mean gain score performance

for the right-handed males in the present study a.s compared

to the like performance of right-handed males in other

studies (14, 16) and the other experimental groups in this

study (see Figure 1) suggest the possibility of a sampling

error0

Because of the possible sampling error in the present

investigation, it would seem advisable to replicate or

perform comparable studies concerning the variables of sex

difference and/or handedness.

It also would be advisable to conduct a study which

would investigate the same variables but in a conventional

(unilateral) transfer "reminiscence" experiment. This

should be done in a further a.ttempt to discover whether

ordinary and bilateral transfer "reminiscence" are the same

phenomenon! or like phenomena.

Results of the present investigation would appear to

suggest that, for control purposes, future research on

bilateral transfer "reminiscence" should take into account

the possible significant differences that might arise due to

the differential effects of sex difference and handedness.

VI~ SUMMARY AND CONCLUSIONS

le An experiment was conducted in which the major

variables of sex difference and handedness were

investigated in order to determine the relationship

of these variables to bilateral transfer 11reminis­

cencett in a pursuit-rotor study. There were eight

experimental groups with 15 Ss in each group. Four

of the groups were run under no rest (massed

practice) control conditions, while the other four

groups, reminiscence conditions, were given a five

minute interpolated rest in the course of practicee

Regression equations derived from the performance

of the massed practice (no rest) control group were

utilized to predict post-rest performance for the

appropriate experimental (rest) conditions from

their pre-rest performance. The difference between

predicted and obtained scores afforded a measure of

"reminiscence" (gain score} for the experimental

groups. All possible variations in the two differ­

ences in sex and handedness variables were repre­

sented in each of the four experimental groups with

a comparable variation in these variables for each

of the four control groups. Subjects used the

34

preferred hand before the rest and/or shift in

hands to the non-preferred hand.

35

2. In considering gain over predicted massed practice

score for each of the experimental conditions

concerned with sex difference, it may be concluded

that, in this study, bilateral transfer "reminis­

cence" is significantly related to this variable.

Females demonstrated significantly greater amounts

of bilateral transfer "reminiscence" than did the

males.

3. The left-handed Ss, both males and females, were

significantly superior to right-handed Ss of both

sexes in amount of bilateral transfer "reminis-

cence."

4. For each of the experimental (rest) conditions

involving the variations in sex difference and

handedness, the benefit of the interpolated rest

was temporary and tended to disappear in additional

practice.

VII. REFERENCES

1~ Adams, J. A0 "Warm-up decrement in performance on the pursuit-rotor. 0 Amer. J. Psychol., 1952, LXV, 404-414$

2. Ammons, R. B. nAcquisition of motor skill: I. Quanti­tative analysis and theoretical formulation@" Psychol~ Rev., 1947, LIV, 263-2810

3$ ® "Acquisition of motor skill: III .. Effects of initially distributed practice on rotary pursuit performance®" J. exp~ Psychol*, 1950gi XL, 777-7'67e

40 .. Alfin., S" Ie, and Ammons, Ce H. "Pursuit performance as related to sex and age of pre-adult subjects." Jo exp. PsychoL,, 1955, XLIX, 127-133.

5 * Beck, L .. F., ''Manual skills and the measurement of handedness&" J$ Psycholo~ 1936, II~ 259-272.

6"' Bell, H. M® '~est pauses in motor learning as related to Snoddy' s hypothesis of mental growth.'' PsychoL. Monogre, 1942, LII, No .. 1 (Whole No~ 243)~

7" Buxton@ C,, E .. "A comparison of preference and motor learning measures of handedness .. " J .. exp .. Psychol0, 1937, XXI, 464-469.

8® • 11Level of mastery and reminiscence in pursuit learning." J" exp. Psychol@, 1943 11 XXXII, 176-180®

9. ~~~~ and Grant, D$ A .. motor learning: II~ analysis of gains." 198-208.

nRetroaction and gains in Sex difference and a further ~~ exp .. Psychol@, 1939, XXV,

10. Edwards, A. 1~ · Experimental Design in Bsychological Research. New York: Rhinehartj 1950®

11. English, H .. B. and English, 'A., c. Ji Comprehensive Dictionary of Psychological and Psycho.analytical Terms .. New York: Longmans, Green, and Co., 1958 ..

36

37

12.. Grant, D .. A,, and Kraestner, N .. F.. "Constant velocity tracking as a function of S's handedness and the rate of d:i.rections of the target course .. " J., exp. Psychole, 1955, XLIX, 203-209.

13® Green, R .. F .. "Transfer of skill on a following tracking task as a function of task difficulty .. " J" Psychole, 1955, XX.XIX, 355-370 ..

14., Grice, G .. R .. and Reynolds, B. "Effects of varying amounts of rest on conventional and bilateral transfer ':reminiscence.'" )J" ~Jt~·EPsyc.hol., :.195'~, XLIV, 247-252.. .

15 .. Irion, A .. L .. "Reminiscence in pursuit-rotor learning as a function of length of rest and of amount of pre-rest practice.,u J. exp. Psychol0, 1949, XXXIX, 492-499.

16.. and Gustafson, L., M.. "Reminiscence in bilateral transfer .. " J. exp .. PsychoL., 1952, XLIII, 321-323.

17 .. Kimble, G .. A .. "Transfer of work inhibition in motor learning .. 0 J. exp. Psychol., 1952, XLIII, 391-3920

18. • "An experimental test of a two factor theory of inhibitione" J. exp. Psycholo, 1949, XXXIX, 15-23.

19.. • ''Performance and reminiscence in motor learning as a function of the degree of distribu­tion of practice." J., exp. Psychol .. , 1949, XXXIX, 500-510.

20., Kimble, Ge A. and Horenstein, D.R .. "Reminiscence in motor learning as a function of length of inter­polated rest .. " J,. exp .. Psychol. 8 1948, XXXVIII, 239-244 ..

21. McGeoch, J. O .. and Irion, A. L .. Human Learning. New York: Co., 1952 ..

The Psychology of Longmans, Green, and

22 .. Miles, G .. H .. and Lewis, D. "Age and handedness as factors in the performance of a complex pursuit task: Results of a study at the.Iowa State Fair.u Proc.~ Acad. Sci., 1956, LXIII, 568-575.

2.3 o Simon~ J s RO>, et al'" "Effects of handedness on tracking accuracym 11 Perceptual and Motor Skills Research Exchange~ 1952, IV~ 53-57.

24s Swift~ E .. J. "Studies in the psychology and physiology of learning~'' Arners J. Psychol~, 1903, XIV, 201-251 ..

APPENDICES

39

APPENDIX A

40

41

INSTRUCTIONS

This is a test of your ability to follow a moving target. Your task will be to keep the point of this stylus on the round brass target while it is movinga Hold the cord and handle like this (demonstrate), and keep the stylus on the target as it goes around. You will do best if you develop a smoothj free-swinging motion of the arm and shoulder.

Stand in an erect position, directly in front of the apparatuse Put the palms of your hands on the corners of the apparatus, stand erect, and move back until your arms are straighta Hold the cord at the marker/J like this (demonstrate)~ Hold the handle and metal rod exactly level~ The end of the metal rod is flat and makes a better contact if held levelG Don't raise the handle. Hold the handle with the tips of your thumb and fingers (demonstrate)ID

Now show me the correct method for holding the cord and stylus$ Subject demonstrated~

You may be asked to change hands during the test. If you are, just change the stylus to the other hand and con­tinue as beforee

You will start with your right (left) handID

Lift your stylus about an inch off the target while I finish the directionse You will be given a series of test periods and short rest intervals. There is no practice~ When the disc starts, get on the target and try to stay on it$ Your score begins to count when the disc startsa When the disc stops, lift your stylus off the target and keep it off until the disc starts again.

Remember, your score is the total amount of time you stay on the target. The rest periods are very short, and the disc starts after a three second warning buzzer. Are there any questions?

(Immedia.tely at the end of the last pre-rest practice trial~ each 10 second lli2. rest group is told): "Change the stylus to the other hand and continue as before."

(At the end of the last pre-rest practice trial, the five minute rest groups are instructed): "Put down the stylus and reste"

42

Fifteen seconds before the time to resume practice they are told): "Change the stylus to the other hand and con­tinue as before."

APPENDIX B

43

44

APPENDIX TABLE 1

MEAN PERFORMANCE SCORES (IN .01 SECONDS) FEMALES

Right-handed Left-handed Control Experimental Control Experimental

Trials Grou12 I Grou12 II GrouE III Grou12 IV

1. 3.39 2.44 2.44 2.86 2. 5.02 3.75 3.71 5.12 3. 4.90 4.14 4.60 5.61 4. 5 .. 35 4.26 4.41 5~14 5. 6 .. 15 4.36 4.19 5.94 6. 5.91 5.43 4.07 6.81 7 .. 6.,04 5.74 4.96 6.96 8. 7.23 6.72 5.35 7.55 9. 6.66 6.56 5 .39 7.64

10. 7~80 7.08 5.82 7.67 11 .. EL.03 6.39 6.42 9 .. 66 12. 7.78 7.39 7.20 8.93 13. 9.31 8.79 7.64 10.49 14. 9.40 9.29 7.94 9.98 15. 10.02 8.38 8.26 10 .. 55 16. 1.79 4.37 2.34 7.81 17. 3.57 6.11 3.58 9.21 18. 4.19 6.71 3.80 10.25 19 .. 4.07 7.17 4.12 11.06 20. 4.59 7.43 5.24 10.61 21. 4.27 7.95 5.99 10.63 22. 5.,02 6.25 5.80 10.07 23. 5.29 6 .. 33 6.99 9.62 24. 5.87 5.66 6.73 9.88 25 .. 5.60 5.55 7.33 9.88

45

APPENDIX TABLE 2

MEAN PERFORMANCE SCORES (IN .01 SECONDS) MALES

Right-handed Left-handed Control Experimental Control Experimental

Trials Grou12.V Grou12 VI Grou:12 VII Grou12 VIII

1. 4.26 5.67 4.88 3.69 2. 6.68 7.60 6.76 7.54 3. 6.86 8.21 6,,79 7.43 4. 7.09 8.64 6.79 6.71 5., 7.20 8.95 7.37 7.78 6. 7.71 9.48 8.37 7.96 7. 8.66 10.,17 s.14 8e83 8. 8 .. 55 10.19 9.05 9.33 9. 8 .. 70 10.28 9.12 8.99

10. 9.47 11.02 9.97 10.,16 11. 9.52 11 .. 35 10.08 10.27 12. 10.38 11 .. 65 9.55 10 .. 51 13. 11.14 11.90 10.03 10.12 14. 11.39 12.48 9.62 10.85 15. 10.58 12.61 10.49 11 .. 25 16. 5.61 7.33 5.96 9.81 17. 7 .32 9.73 7.21 10.61 18 .. 8.46 9.83 7.21 11.80 19. 8.54 9.75 8.11 12.32 20. 7.73 9.07 9.16 12.10 21 .. 7.86 9.11 9.38 11.50 22. 7.96 9.95 10.22 11.67 23. 8.47 9.58 10.55 11.18 24. 8.76 9.90 11.17 11 .. 05 25. 9.20 9.94 10.70 11.78

VITA

Winston Traylor Wilson

Candidate for the Degree of

Master of Science

Thesis: BILATERAL TRANSFER "REMINISCENCEn AS A FUNCTION OF SEX DIFFERENCE AND HANDEDNESS

Major Field: Psychology

Biographical:

Personal Data: Born in Magnolia, Arkansas, October 29, 1936, the son of Winston o. and Cecil Traylor Wilson.

Edu··cation: Attended public schools in Magnolia, Arkansas; graduated from Magnolia High School in May, 1954; attended Southern State College for one year; graduated from Baylor University in August, 1957; attended the University of Colorado fer one year of post-graduate work in Personnel Service; entered the Graduate School of Oklahoma State University in September, 1958; completed the requirements for the Master of Science degree in August,, 1959.

Professional Organizations: Member of Psi Chi, National Honorary Fraternity in Psychology; member of Oklahoma State Psychological Association.

/